Teachers can use digital tools flexibly to facilitate collaborative learning, manage students and other learning partners, and administer the learning process.
This course proceeds or should be done concurrently with the “Planning for ...
This course proceeds or should be done concurrently with the “Planning for Technology Integration” course during which the initial planning for e-learning and technology in the school is completed. During this course we strategise around several key elements of change leadership, such as capacity building and the cultures of learning and evaluation, which will help to sustain the change and continue growing a sense of ownership of the e-learning vision. The course also addresses ongoing implementation issues regarding support and maintenance and facing challenges adaptively.
Why Change Leadership? When new and innovative approaches are adopted in a school e-learning plan, new technologies may be identified as resources. Both represent change/transformation in the school. Implementing a School Technology Plan requires management of processes as well as people and technology. If process and technology are changing in a school, stakeholders (the people concerned) need to feel ownership of the direction of change if educational transformation is to succeed. Therefore, being a technology leader in the school requires an understanding of the process of change leadership, because ultimately it's all about the people, especially the teachers and learners.
The purpose of this course is to inspire you to explore the ...
The purpose of this course is to inspire you to explore the possibilities of teaching in innovative, educationally sound ways. It is a foundational course which can provide an impetus for a more detailed exploration of various aspects of innovative teaching and learning, both in terms of your own practice (as a stand-alone), but also specifically as a basis for the other courses. You will critically evaluate some current innovative approaches which are broadly constructivist in approach. By becoming familiar with some key concepts and some principles of instructional design, you will understand the need to adopt and foster a constructivist approach. You will be introduced to the habit of reflecting on your own practice, and also to discussion and collaboration within the group studying the module, thereby setting up those skills for future modules.
This is a unit of study whose competency is to intergrate the ...
This is a unit of study whose competency is to intergrate the use of a computer laboratory into ongoing teacher activities and manage the use of supplementary ICT resources with individuals and small groups of students in the regular classroom so as to not disrupt the other instructional activities in the class. The objective is to identify and understand different ways to organize ICT in the school, laboratory/Classroom.
A unit of study to introduce participants to the idea that the ...
A unit of study to introduce participants to the idea that the effective integration of ICT into a learning environment (classroom and computer lab) requires careful thought and planning, particularly with regards to time and human resources, and that there are many ICT tools available to the teacher to assist with this process.
This course has been developed to support the training of teachers to ...
This course has been developed to support the training of teachers to integrate ICT into their teaching practices. The materials, guides and activities are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT). While the course embraces the role ICT can bring to the classroom it is also not held prisoner by the need for high end or sophisticated technology platforms. The course can be deployed in areas of limited or no connectivity via CD ROM or memory stick as most of the resources have been previously downloaded and collected. There are also web and paper based versions of the lessons and guides. This course uses materials that are Open Education Resources (OER) or free to use for educational purposes, allowing the use and distribution, and in some instances the repurposing of the materials, at no additional cost. (See the Open License tab for more information). But most importantly we hope the lessons are fun and engaging enough to introduce new possibilities and refresh the participant's passion for teaching and learning.
Teachers require the competencies and knowledge to implement learner-centred classrooms that integrate ...
Teachers require the competencies and knowledge to implement learner-centred classrooms that integrate technology and foster innovative teaching and learning practices. This course builds on the foundations of knowledge of learning theories and basic technology-enhanced teaching to focus on more innovative classroom activities. This course also focuses on learner engagement, developing 21st Century skills and engaging learners in knowledge-building tasks.
The teacher to organise the physical environment to support the needs of ...
The teacher to organise the physical environment to support the needs of the syllabus and the ICT tools. Specific Objectives: On completion of this unit you will be able to: 1] Identify the pros and cons of using computer labs, 2] Use ICT effectively in a classroom setting, and 3] Use ICT in a community setting.
This unit is intended to get you started on your journey of ...
This unit is intended to get you started on your journey of using Moodle. We will be covering simple tasks such as how to insert content, create a quiz and use an interactive tool such as forums.
A unit of study to introduce in-service teachers to the topic of ...
A unit of study to introduce in-service teachers to the topic of properly arranging and managing physical resources so as to produce flexible learning environments, allowing learners to work productively as individuals or in groups.
In earlier courses you learned about the key educational principles behind innovative ...
In earlier courses you learned about the key educational principles behind innovative approaches to learning and how digital literacy prepares students for a digital society. One way of bringing this approach to life in the classroom is through project-based approaches to learning. The purpose of this course is to provide participants with an understanding of the key components of a structured project and we will use the WebQuest as an example. The course is practical, exploring and analysing existing projects, and inviting participants to develop their own project using a 4-part structure. A planning template provides a “place” where the various ideas and aspects involved in a project design can be systematically collected. Where relevant, the concepts underlying the various aspects of a project are referenced and briefly explored.
Research demonstrates that teacher professional development is most effective when it is ...
Research demonstrates that teacher professional development is most effective when it is school-based and when teachers see it as directly relevant to teaching and learning. In the digital age, professional development activities have become de-centralised and individualised. At the same time they have become globalised and collaborative. In this course, you will select a focus for your own professional development and experience the variety of resources and tools available.
You will develop recommendations for leading professional development at your school. This course builds foundational knowledge and technology skills useful for participating in the CCTI programme and for planning a school-wide professional development strategy in Course 8: Planning for Technology Integration.
The Zimbabwe ICT Essentials for Teachers Course is avaiable as an App ...
The Zimbabwe ICT Essentials for Teachers Course is avaiable as an App for Android phones and tablets. The original course has been reformated to fit on screens of different sizes! The full course is available.
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